0:05 today teachers are faced with growing
0:08 demands and stressors due to a variety
0:11 of factors including high-stakes testing
0:13 unhealthy school conditions unreasonable
0:17 job demands furthermore growing numbers
0:18 of children are coming to school with
0:21 challenging behavior due to poverty
0:24 trauma and stress they have difficulty
0:27 attending to learning activities sitting
0:29 still and getting along with their peers
0:32 which leads to disruptions and DeRay of
0:34 learning many teachers are not well
0:36 prepared for the social and emotional
0:38 demands of managing the classroom under
0:40 these stressful conditions leading to
0:43 higher levels of burnout thankfully
0:45 there is a solution nurturing their own
0:47 social and emotional competence and well-being
0:48 well-being
0:52 so we developed care to help teachers
0:55 cultivate the skills they need care uses
0:57 mindfulness based approaches and emotion
0:59 skills training to help teachers manage
1:02 their stress so they can promote a calm
1:04 relaxed but enlivened learning
1:06 environment by fostering creativity
1:10 innovation collaboration and cooperation
1:13 to determine how effective care is we
1:15 conducted a randomized trial involving
1:18 224 teachers from 36 New York City
1:21 Elementary School's at the beginning of
1:23 the school year we collected self-report
1:25 data from the teachers to determine
1:27 their baseline levels of emotion
1:29 regulation efficacy mindfulness
1:32 psychological and physical distress and
1:35 time urgency next researchers rated the
1:37 quality of the interactions in the
1:39 teachers classrooms that support student
1:42 learning then the teachers were randomly
1:44 assigned to a care group or a control
1:46 group the teachers in the care group
1:48 participated in five days of the care
1:51 program and coaching by phone over the
1:53 course of several winter months in the
1:55 spring we collected self-report data
1:57 from the teachers again and found
1:58 improvements in their well-being
2:01 compared to those in the control group
2:04 researchers who had no idea which group
2:06 each teacher was assigned to observed
2:08 and rated the quality of the classroom
2:10 interactions again the ratings showed
2:12 that the classrooms of the teachers who
2:14 received care were more emotionally
2:16 supportive the interactions in the
2:18 classroom were more positive and the
2:19 teachers demonstrated greater
2:21 sensitivity to their students needs
2:24 what's more the interactions in the care
2:25 classroom were observed to have a more
2:28 productive use of time for learning than
2:29 those in the control group classrooms
2:32 this research demonstrates that
2:34 mindfulness based and emotion skills
2:37 training can reduce teachers stress and
2:39 improve classroom quality it can
2:41 increase teachers emotion regulation and
2:43 mindfulness and reduce teachers
2:45 psychological and physical force stress
2:48 and time urgency and improve observable
2:51 dimensions of classroom interactions
2:53 furthermore it suggests that these
2:55 interventions can have downstream
2:57 effects on the classroom environment
2:59 that supports student learning for more
Chrome Extension